HEA|  |01642nam a2200229 a 4500
001|  |022003005326
005|  |20231102161523.0
008|  |231102s2012    nyu           000 0 eng d
020|  |▼a9781452242972▼cCNY297.00
040|  |▼aSBT▼beng▼dSBT
050| 4|▼aLB3051.E19 2013
082|04|▼a371▼223
100|1 |▼aEarl, Lorna M.
245|10|▼aAssessment As Learning: Usin-
   |  |g Classroom Assessment to Maxi-
   |  |mize Student Learning▼cLorna M. Earl
250|  |▼a2nd ed.
260|  |▼aUnited States▼bCorwin Press▼c2012
300|  |▼a160 p.▼c26 cm
520|  |▼aThis is a book for teachers -
   |  |and school leaders on formativ-
   |  |e assessmentui.e., assessment -
   |  |as learninguwhere assessment o-
   |  |ccurs throughout the learning -
   |  |process to inform learning as -
   |  |opposed to assessment that occ-
   |  |urs at the end of a learning u-
   |  |nit to measure what students h-
   |  |ave learned (summative assessm-
   |  |ent). Formative assessment emp-
   |  |hasizes the role of the studen-
   |  |t, not only as a contributor t-
   |  |o the assessment and learning -
   |  |process, but the critical conn-
   |  |ector between them.Defines ass-
   |  |essment of learning, assessmen-
   |  |t for learning and assessment -
   |  |as learning, making a case for-
   |  | assessment as learning. Addre-
   |  |sses assessment in the context-
   |  | of what learning is Shows how-
   |  | to use formative assessment t-
   |  |o motivate student learning, h-
   |  |elp students make connections -
   |  |so that they move from emergen-
   |  |t to proficient, extend their -
   |  |learning and to help them beco-
   |  |me reflective self-regulators -
   |  |of their own learning Explores-
   |  | how teachers can make the shi-
   |  |ft to formative assessment by -
   |  |engaging in conceptual change
650| 0|▼aLearning
801| 0|▼aCN▼bHZYGXX▼c20231102
852|  |▼h371▼iEAR
905|  |▼r297.00▼aLibrary▼fPRO/371/EAR